scholarly journals Online teaching research in universities based on blockchain

Author(s):  
Li Min ◽  
Ge Bin

AbstractThis study explores the use of blockchain in the course design and evaluation in Chinese universities, and explores the value of teachers’ views and experiences on blockchain in the course design. Previous studies have shown that blockchain has a positive effect on the improvement of online teaching management and evaluation quality. Most of the current research focuses on the management of online teaching by using blockchain, and this qualitative case study investigates the design and evaluation of online course based on blockchain by five teachers of different specialties. Semi-structured interviews and course materials were collected from five teachers for a TPACK framework analysis. The result of the survey emphasizes that the redesign of online courses based on blockchain can improve the matching between blockchain and courses, the quality of teaching and the trust of various parties in online education. The block chain-based the online course of both theory and practice design and evaluation, which is oriented by the index method of capability evaluation, is an appropriate idea and has achieved good results. The experimental course focuses on the integration of blockchain and experimental platform. The immersive and interactive course presentation and the personalized examination based on machine learning are effective. But follow-up should pay attention to the different requirements of course design of different disciplines, using a variety of data sources for analysis, to take measures to enhance the enthusiasm of teachers to adopt new technologies.

Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.


Author(s):  
Kaye Shelton ◽  
Diane Mason ◽  
Cindy Cummings

In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.


Author(s):  
Neal Shambaugh

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.


Author(s):  
Marc R. Robinson

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.


10.28945/4684 ◽  
2020 ◽  
Vol 16 ◽  
pp. 123-142
Author(s):  
U. Yeliz Eseryel

Aim/Purpose: This paper investigates the factors contributing to student IT self-leadership in online education using an exploratory study. Specifically, our goal was to understand whether the instructors’ transformational IT leadership and the students’ personal innovativeness with IT contributed to student IT self-leadership. Background: The study was conducted in an online course. While today’s students are expected to be IT natives, they still lack the skills to find and learn technologies on their own. This is problematic for both online education and students’ future careers. Directed-teaching methods are not appropriate to solve this kind of problem, a more constructivist teaching method is appropriate. We recommend that instructors adopt transformational IT leadership to set norms around technology use, to be role models in using online course technologies with utmost knowledge, and to encourage and support the students in their use of IT. Methodology: An exploratory research is conducted with 46 students in an online management information systems course at a public university. The data were analyzed using PLS structural equation modeling technique. Contribution: This paper introduces the unique concepts of student IT self-leadership and instructors’ transformational IT leadership by adapting concepts from the self-leadership and transformational leadership theories. IT self-leadership refers to the ability to intentionally influence one’s own thinking, feeling, and actions toward the use of IT to reach one’s work and life goals. To increase IT self-leadership, students should try new technologies as much as possible. Instructors should set up norms about trying new technologies, troubleshooting one’s own issues, and play a supportive and encouraging role, rather than employing directed-teaching methods. Findings: IT self-leadership skills are the ability to intentionally influence one’s own thinking, feeling and actions towards the use of IT to reach one’s work and life goals. The findings show that instructors’ transformational IT leadership as well as students’ innovativeness with IT contributes to students’ IT self-leadership. Recommendations for Practitioners: Practitioners may consider exhibiting transformational IT leadership skills including (1) giving encouragement about IT use, (2) fostering trust, (3) encouraging thinking about IT problems in new ways, (4) being clear about their values about IT by practicing what they preach in their IT use, and (5) inspiring students by being highly competent in IT. Potential ways that the instructors can exhibit these skills are discussed in the paper. Recommendation for Researchers: Researchers are recommended to include IT-self leadership of both students and instructors in their investigations on learning success. Furthermore, the inclusion of transformational IT leadership in new studies of teaching and learning success is recommended. Impact on Society: This paper includes students as part of the solution to challenges students face in online courses rather than treating them like passive recipients of educational changes. Thereby, it helps teachers and students to work together for a better solution to educational disruptions. Future Research: Studies should be conducted to determine other antecedents and outcomes of IT self-leadership. Research is needed on specific ways practitioners can increase their IT transformational leadership. While this paper introduced how the instructor of the exploratory study provided transformational IT leadership, more than one way of reaching each goal was practiced. Future research should test the connection between each transformational IT leadership behavior presented here and its outcome.


Author(s):  
Chi P. Diep ◽  
Giang T.L. Nguyen ◽  
Nga T. Vo

Online teaching or e-learning allows learners to participate in a virtual classroom environment based on web and based on digital applications or digital tools, to interact with learning content and (possibly) with teacher and other peers from a long distance to achieve learning goals defined by their learning needs. The article provides some theoretical backgrounds of online teaching related to the advantages and limitations of online teaching, the forms of online teaching (synchronous learning, asynchronous learning, blended learning), structure of implementing an online course supporting dialogical and deep learning. The article also shares the experiences of Ho Chi Minh City University of Technology and Education (HCMUTE) in implementing online teaching, especially asynchronous teaching on learning management systems (LMS, FHQLMS) and gives some recommendations for lecturers to improve the quality of organizing online courses. Based on the theoretical analysis method with the literature review and the synthesis of practical education experience from HCMUTE, a four-step and 5W-1H online course design process is suggested


Author(s):  
Hongxin Yan ◽  
Fuhua Lin ◽  
Kinshuk

AbstractOnline education is growing because of its benefits and advantages that students enjoy. Educational technologies (e.g., learning analytics, student modelling, and intelligent tutoring systems) bring great potential to online education. Many online courses, particularly in self-paced online learning (SPOL), face some inherent barriers such as learning awareness and academic intervention. These barriers can affect the academic performance of online learners. Recently, learning analytics has been shown to have great potential in removing these barriers. However, it is challenging to achieve the full potential of learning analytics with the traditional online course learning design model. Thus, focusing on SPOL, this study proposes that learning analytics should be included in the course learning design loop to ensure data collection and pedagogical connection. We propose a novel learning design-analytics model in which course learning design and learning analytics can support each other to increase learning success. Based on the proposed model, a set of online course design strategies are recommended for online educators who wish to use learning analytics to mitigate the learning barriers in SPOL. These strategies and technologies are inspired by Jim Greer’s work on student modelling. By following these recommended design strategies, a computer science course is used as an example to show our initial practices of including learning analytics in the course learning design loop. Finally, future work on how to develop and evaluate learning analytics enabled learning systems is outlined.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vasiliki Brinia ◽  
Paraskevi Psoni

PurposeThrough the present study, the authors investigate whether online practicum in teaching, with fellow teacher-candidates acting as students, can be effective and whether the teacher-candidates actually developed skills useful for their future teachings, through this form of practicum, which is necessary when, out of necessity, like in the case of the COVID-19 pandemic, there is no other option for universities.Design/methodology/approachThe method selected was qualitative research through in-depth interviews, since the present research question and the research topic in general have not been examined in the past. The authors gathered 45 teacher-candidates' journals on this experience, and, then, they interviewed them through semi-structured interviews.FindingsThe findings indicated that the teacher-candidates got acquainted with new technologies in education to a great extent. Moreover, they developed skills that will be proven useful for their future teachings, like adaptability, flexibility and handling of students' interaction in online settings.Originality/valueThe present case study consists of a paradigm of international value, since it fills in a gap in literature on an online alternative of practicum in teaching in cases of crisis, like the COVID-19 pandemic. Valuable insights are gained for researchers, practitioners and policymakers and best-practices for online teaching practicum have derived for future use.


Author(s):  
Neal Shambaugh

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.


Author(s):  
Thomas G. Reio ◽  
Cyntianna C. Ledesma Ortega

Online education continues to grow appreciably to meet both institutional needs for short- and long-term viability and student personal and professional needs for flexible delivery of course offerings. Faculty remains decidedly ambivalent, however, about the legitimacy of online course offerings. This doubt emerges from perceptions of: increased workloads as compared to face-to-face courses, inadequate compensation, lack of a fair reward system for promotion and tenure, and online course inferiority as a means of fostering optimal learning. After being identified through a structured review of recent empirical research, demotivators (e.g., questionable learning outcomes) and motivators (e.g., opportunity for personal growth) of faculty online teaching participation are examined through the lens of self-determination theory. Recommendations such as providing increased support are put forward to increase the likelihood of faculty online teaching.


Sign in / Sign up

Export Citation Format

Share Document